RUBRIC
| Skills |
5 |
4 |
3 |
2 |
1 |
| Depth of reflection |
Demonstrate a conscious and thorough understanding of the writing prompt and the subject matter. This reflection can be used as an example for other students. |
Demonstrate a thoughtful understanding of the writing prompt and the subject matter. |
Demonstrate a basic understanding of the writing prompt and the subject matter. |
Demonstrate a limited understanding of the writing prompt and subject matter. This reflection needs revision. |
Demonstrate little or no understanding of the writing prompt and subject matter. This reflection needs revision. |
| Use of textual evidence and historical context |
Use specific and convincing examples from the texts studied to support claims in your own writing, making insightful and applicable connections between texts. |
Use relevant examples from the texts studied to support claims in your own writing, making applicable connections between texts. |
Use examples from the text to support most claims in your writing with some connections made between texts. |
Use incomplete or vaguely developed examples to only partially support claims with no connections made between texts. |
No examples from the text are used and claims made in your own writing are unsupported and irrelevant to the topic at hand. |
| Language use |
Use stylistically sophisticated language that is precise and engaging, with notable sense of voice, awareness of audience and purpose, and varied sentence structure. |
Use language that is fluent and original, with evident a sense of voice, awareness of audience and purpose, and the ability to vary sentence structure. |
Use basic but appropriate language, with a basic sense of voice, some awareness of audience and purpose and some attempt to vary sentence structure. |
Use language that is vague or imprecise for the audience or purpose, with little sense of voice, and a limited awareness of how to vary sentence structure. |
Use language that is unsuitable for the audience and purpose, with little or no awareness of sentence structure. |
| Conventions |
Demonstrate control of the conventions with essentially no errors, even with sophisticated language. |
Demonstrate control of the conventions, exhibiting occasional errors only when using sophisticated language. |
Demonstrate partial control of the conventions, exhibiting occasional errors that do not hinder comprehension. |
Demonstrate limited control of the conventions, exhibiting frequent errors that make comprehension difficult. |
Demonstrate little or no control of the conventions, making comprehension almost impossible. |